[{"_1":2,"_99":-5,"_100":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6107946,"mediaKeyId","2772408-1374b018df23d1a6770855f058570c99","parentId",2772408,"title","Parkside Middle outlines attendance push; targets 3% rise in students attending 90% of days","audioSeconds",2406,"startMs",1859000,"endMs",4265000,"viewUrl","/Search/View?dp=1&key=2772408-1374b018df23d1a6770855f058570c99&start=1859&end=4265","thumbnailUrl","https://assets.pipeline.soar.com/2772408-1374b018df23d1a6770855f058570c99/thumbnail_1859000.jpg","articleUrl","/articles/6107946/New-Hampshire/Parkside-Middle-outlines-attendance-push-targets-3-rise-in-students-attending-90-of-days","mediaUrl","https://secure.pipeline.soar.com/6107946-8d6925cba13875aece411cab461331e5/orig.mp4?Expires=1770433008&Signature=Ht2h1LH5vUcleB2lQD4MCR9~aJLzZat41qzOBe9jNOSWfDvy0tuJ-BGXyd-VVsKHGuE9AUFpflCuQj~9v0NjfGHMP~NA~UuHRAYdPZN8tnpFAd1nkJBKv9CLzzcvEAoBtivFoA1tiBQH4-WHj7YwQjL3uX2VJgSo03ncCwkLwaHZBk6aU164VSd3LlrAX55jYiwQaEEykQXf3yUtLwOQRakOYXoyzQlAuPFHQc~IhD9x823XFAsCu1gXD-ryQeviD11HzWFmtBQTqLEBu0OQUcOZWW4SVe2yAITLyt5GkXcWfN0~tNijtQ5l3pSO1nsF90L0ILIgcE8YgaKMzChLyQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Manchester School District NH","date","2025-03-16T00:00:00Z","article","Parkside Middle School Principal Scott Schuchsta and assistant principals told the Committee on Student Conduct on March 19 that the school is pursuing a targeted attendance plan to raise the share of students attending at least 90% of school days.

Parkside set a goal to increase the percentage of students attending 90% of the time by 3 percentage points — from 69.3% to 71.3% — and to raise average daily membership (ADM) from about 90% to 93.6% this year, Schuchsta said.

\"Attending school is such an important thing for their future success,\" Schuchsta said, noting the team frames the work as building habits that support long-term outcomes. The school's approaches combine incentives, family outreach, and targeted interventions.

Nut graf: Parkside staff described a multipronged effort — including team attendance competitions, a 100-day perfect-attendance celebration, home visits, weekly truancy team reviews, monthly truancy meetings with juvenile-probation-affiliated staff and a district attendance coordinator, multilingual liaisons and subgroup data disaggregation — to address chronic absenteeism and connect students to supports.

Parkside highlighted several specific strategies. Staff run grade-level team attendance competitions with modest rewards and hold a 100-day perfect-attendance celebration. The school’s social worker, counselors and assistant principals meet weekly to review truancy data, develop interventions and, where needed, plan home visits.

Schuchsta said staff try to avoid a strictly punitive approach. The school partners with multilingual liaisons to reach families in their preferred languages, disaggregates data to identify disparities between subgroups, and runs monthly truancy meetings that include a JPPO (juvenile probation/parole office) representative and the district attendance coordinator to coordinate supports.

Staff reported current counts and near-term tracking: 537 students currently meet the 90% attendance goal, while another 145 students fall just below that threshold, Schuchsta said. The school has a targeted outreach plan for students with 10–15 absences to prevent them from reaching 17–18 days that would push them below 90% for the year.

Administrators and committee members discussed causes and interventions. Parkside staff cited lingering effects of the COVID-19 era, anxiety and mental-health barriers, transiency and housing instability as reasons some students miss school. Schuchsta said the social worker and counselors often provide individualized outreach; the school also operates a food pantry in partnership with an elementary school social worker to meet family needs.

Committee members asked about extracurriculars and programming to boost engagement. Parkside staff listed after-school options including a 21st Century program that runs daily, seasonal sports (track, softball, baseball, basketball, cross country, volleyball, soccer, flag football) and clubs such as robotics and Destination Imagination. Staff reported athletes frequently show improved attendance during sports seasons because participation requires presence at school.

On data and communication, Schuchsta said families receive monthly attendance updates and that the school communicates at checkpoints (for example after the 100th day) with individualized emails explaining a student’s percentage and available resources. The school is awaiting a district MTSSB dashboard to provide finer-grained referral and attendance breakdowns.

Ending: Parkside leaders told the committee they will continue incentives and targeted outreach through spring, expand nontraditional extracurricular options to engage more students and ask the district for staffing and resource support where needed, including additional social-work capacity.

","mediaType","Video","parentTitle","Committee on Student Conduct 03/16/25 ","oneSentenceSummary","Parkside Middle School Principal Scott Schuchsta and assistant principals told the Committee on Student Conduct on March 19 that the school is pursuing a targeted attendance plan to raise the share of students attending at least 90% of school days.","taxTitle","Manchester School District, School Districts, New Hampshire","taxId",76473,"location","New Hampshire","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6107951,"Jewett Elementary credits schoolwide behavior plan for sharp drop in office referrals",1360,213000,1573000,"/Search/View?dp=1&key=2772408-1374b018df23d1a6770855f058570c99&start=213&end=1573","https://assets.pipeline.soar.com/2772408-1374b018df23d1a6770855f058570c99/thumbnail_213000.jpg","/articles/6107951/New-Hampshire/Jewett-Elementary-credits-schoolwide-behavior-plan-for-sharp-drop-in-office-referrals","https://secure.pipeline.soar.com/6107951-a992061acac07858ab994acdb39eb9fa/orig.mp4?Expires=1770433008&Signature=ENaS1yh5fnN9e8DIkZNk4tfs9GVhXl3oqxrgvXNiCYw87dOkNzsGDsuj1TrQo8ge7wbp1wOAdJF~VHAg-JtsP8CT~90uZKoUOEa4Cqf3Y56qWfpTe3btpR-93YljypP8NN803n~Jiiehfi2tMSxmpEwNDedo7jZ-7Aba5EiaV94DTaMwp4ON~ue~koPa0Wk-~G0lartzNlqelp6E2Wegg-YaC8bUynXzzxSDtq0apNo19xx2TI4ZgzWjCQcNU8OzaJiVOcax2zd1vT-fUpi93QnO4jte8qSignX9mAZOikRJSDG19Jb96H5VIqjtclNUNaquIfHhRAgiZ60-q3epIw__&Key-Pair-Id=KUT5TJCACFTXG","Jewett Elementary Principal Abayosek and special education teacher Kate Schafer told the Committee on Student Conduct on March 19 that a schoolwide behavior plan has coincided with a marked drop in office referrals this school year.

The school set a yearlong goal to cut total office referrals by 10% (from 75 to 67) and rolled out common expectations — “be safe, be respectful, be responsible” — posted around the building, Schafer said. The plan pairs clear teaching of expectations with a reward system that uses “Tiger Paws” and color-coded tokens to track where positive behavior is occurring.

\"Our work last year revolved a lot around developing the language that we wanted to use,\" Schafer said. \"Following the be safe, be respectful, be responsible, we set up different expectations for those common areas.\" She added that the color-coding helps the MTSSB team see whether successes are happening in the cafeteria, hallways, recess or special-area classes.

Nut graf: Jewett staff told the committee the combination of consistent language, staff training, classroom documentation and tiered supports has reduced disciplinary incidents seen in the office and allowed staff to identify students who need targeted help earlier.

School staff described multiple components of the plan: lesson plans to teach expectations at the start of the year, a staff training rollout so veteran and new teachers used the same language, a positive-acknowledgement structure (Tiger Paws and Tiger Bucks), and use of Aspen note-taking to document repeated classroom-managed behaviors. Schafer said the team reviewed a district document that outlined the distinction between teacher-managed and office-managed behaviors and then aligned practice across classrooms.

Schafer described incentives in detail: classes earn paw nominations for following expectations; when the building reaches 60 paws the school holds a celebration. Individual classrooms keep jars to track their own paw totals, and the team recently added color-coded paw prints so they can visually see which locations (cafeteria, hallway, recess, special classes) are generating the most acknowledgments.

Staff said they are also using documentation in Aspen notes (not formal office referrals) to track repeated classroom-managed behaviors so they can identify students who may need tier 2 interventions, like check-in/check-out or social skills groups. \"We can do our Aspen referrals, but Aspen note taking... allows us to document repeated behaviors that we're seeing,\" Schafer said.

Schafer gave the committee specific counts the school has been tracking: the school initially cited a full-year total target of 75 referrals; Schafer later reported that \"as of this date last year, we had 58 total office referrals,\" and that \"as of this date today, we have 17 total office referrals.\" She attributed the decline to staff buy-in and daily reinforcement of the three expectations.

Schafer said about three students are currently enrolled in the check-in/check-out tier 2 program, attached to a staff member who reviews daily goals and celebrates progress without delivering new consequences. She also described smaller social-skills lunches and other small-group supports for students who find the large cafeteria overwhelming.

Committee members praised the program’s clarity and results. Committee member Watt said, \"You've blown your goal out of the water,\" and Committee member Gonzales and others highlighted the value of the program’s nonjudgmental approach and its potential long-term benefits as students move to higher grades.

Ending: Jewett staff told the committee the next steps are continuing tier 2 supports, finalizing a district data dashboard for referral breakdowns, and evaluating whether additional targeted programs are needed as the plan continues to operate.

","Jewett Elementary told the Committee on Student Conduct that a schoolwide behavior plan using consistent language, incentives and tiered supports coincided with a large decrease in office referrals this year. Staff described classroom documentation, a color-coded reward system and tier 2 interventions as next steps.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6107941,"Committee approves Feb. 19 minutes; meeting adjourned by unanimous voice votes",0,188000,"/Search/View?dp=1&key=2772408-1374b018df23d1a6770855f058570c99&start=188&end=188","https://assets.pipeline.soar.com/2772408-1374b018df23d1a6770855f058570c99/thumbnail_188000.jpg","/articles/6107941/New-Hampshire/Committee-approves-Feb-19-minutes-meeting-adjourned-by-unanimous-voice-votes","https://secure.pipeline.soar.com/6107941-2ae1c92acf8d30a6d2cbe573a4892851/orig.mp4?Expires=1770433008&Signature=ovCodvPTAL0Bk-2lQ5R2eSl4Oq~sFs4rdFCi9KTOpdAcZic4xcNMtxko9jrK-UxzmDoXUY5tNihzUQ1jn1H7ozy4H57daK3UZ0DbhL9slTBjrNStpEwvTbX4QfpGNqv5FFxg-mz9QHD7S3efc1CRdR8JR6lKHMvAStk44L1XsvUDokL2lTJQQjbNb1-gAGmFY53dYQ-nDLsLmCMA7aXbdG5dDvS4fCoJsov-1cc8Xd~BPka0rtsk5ZwcJoqu-C5p2CPj50InnJe2wXW4N3~mQe1WjQalNhiXrdmTHrIwTAOW2JjEPSkZR3UfELNfgAhT-JiqR50MDo0Q-HZinBQV0A__&Key-Pair-Id=KUT5TJCACFTXG","The Committee on Student Conduct approved minutes from its Feb. 19 meeting and later voted to adjourn during its March 19 session.

The motion to approve minutes was moved by Committee member Wann and seconded by Committee member O'Neil. Committee Chair called for the vote: \"All those in favor? Aye.\" The chair announced, \"Ayes have it.\"

Later, at the close of the meeting, a motion to adjourn was moved by a committee member identified in the transcript as \"Committee member 1\" and seconded by Committee member O'Neil. The motion carried on a voice vote; the chair again announced, \"Ayes have it,\" and the meeting adjourned.

Nut graf: Both items were procedural; no recorded dissent or divided roll-call was recorded in the transcript. The minutes-approval motion and the adjournment motion passed by unanimous voice vote as recorded on the meeting audio/transcript.

Ending: No other formal votes on ordinances, contracts or resolutions were recorded in the transcript for this meeting.

","On March 19 the Committee on Student Conduct approved the minutes from its Feb. 19 meeting and later voted to adjourn. Both motions passed by voice vote; no roll-call tallies were recorded in the transcript.","actionData","errors"]

Article not found

Parkside Middle outlines attendance push; targets 3% rise in students attending 90% of days

Jewett Elementary credits schoolwide behavior plan for sharp drop in office referrals

Committee approves Feb. 19 minutes; meeting adjourned by unanimous voice votes